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Performance Task and Personal Communication as Assessment
Transcript of Performance Task and Personal Communication as Assessment
from Classroom Assessment for Student Learning Performance Task: What is it? Learning Targets: Rubrics Purpose of Rubrics: Personal Communication "rubrics represent the criteria for evaluating
the quality of a reasoning process, a performance, or a product"
-Stiggins, p. 226 -Defines quality
-Makes expectations clear and explicit
-Describes quality to parents
-Promotes descriptive feedback
-Promotes self-assessment and goal setting
-Makes judgements more objective, consistent, and accurate
-Improves grading consistency Parts of a Rubric: Characteristics of a Good Rubric: Steps in Developing a Rubric: 1. Establish a knowledge base
2. Gather examples of students performances/ products
3. Sort student work by level of quality
4. Cluster descriptions into traits
5. Identify samples that illustrate each level
6. Test the rubric and revise as needed -Criteria: Key , independent varying dimensions of quality
-Indicators: lists of features assessed in each criterion
-Levels: Scale defining degrees of quality
-Descriptors: phrases representing each indicator at each level Content: -aligned to learning target
-focuses on essential elements Structure: -number of criteria
-criteria is independent of each other
-grouping of descriptors is used
-number of levels is present Descriptors: -detailed
-performance levels relating
-formative usefullness (shows what students understand and what they do not -Understand the meaning and purpose of performance task assessments
-Create a performance task
-Understand the meaning and purpose of rubrics
-Develop a rubric to match a performance task assessment
-Understand how to use personal communication as a way to assess An assessment made on observation or judgement Performance Task:
When to use them? The nature of the learning target is most important factor when creating a performance task. Performance tasks are aimed at learning targets that require skill, products, and some forms of reasoning. Development Cycle What makes a good performance task? Activity: With your group, choose an ELA CCGPS standard that would be most applicable for a performance task according to your grade level. RAFTS: A reflective thought process used to elicit good writing from students -R – What is my role?
-A – Who is the audience?
-F – What is the format?
-T – What is the topic?
-S – Strong verb
– Verb we use in the task itself – narrate, perform, or persuade Matching Method to Target: Foreign Language
Oral Presentations Types of Personal Communication Questioning
Journals & logs Assessment FOR Learning Invite students to elaborate
Echo what students say
Ask clarifying questions Reasoning Strategies Students can be taught various question stems that elicit different patterns of reasoning for whatever content they are studying.
Question stems and verbs:
Evaluate Journals/logs Conferences and Interviews Student-teacher conferences serve as structured or unstructured audits of student achievement. Group Discussion Student contributions can reveal a great deal about their levels of understanding and their achievement. Oral Examination Oral examination has great potential for use, especially the increasing complexity of our valued educational targets, the increased diversity of students, and the complexity and cost of setting up performance. RAFTS Activity With your group, use the scenario on the worksheet to think through the RAFTS reflection process. Discussion With your group, use the prompt questions to
guide your discussion about performance assessment and differentiated instruction Activity: Label the following
parts of the rubric:
Descriptors Creating a Rubric: With your group, use the Rubric
Template worksheet to create a rubric
that is fitting to the performance task
that your group created earlier Planning:
1. Determine who will use results
2. Identify the learning targets
3. Verify that performance assessment is the best method for the purpose and target
4. Attend to sampling issues
1. Select, revise, or develop the task
2. Evaluate for quality
3. Select, revise, develop the rubric
1. Conduct and score assessment
2. Revise as needed -Good task remind students of knowledge they are to use
-Task will ask students to reason or perform with knowledge specified
-If certain materials are required to complete task include in task directions
-time to complete task should be reasonable to requirements
-conditions for task should be specified
-task should offer enough evidence to satisfy its purpose K-2 Common Core Standards:
ELACCK2L2: With prompting support,
retell familiar stories, including key
ELACC1RL10: With prompting support,
read informational texts, appropriate
for Grade 1.
ELACC2SL4: Tell a story or recount an
experience with appropriate facts and
relevant, descriptive details,
speaking audibly in coherent sentences. 3-5 Common Core Standards:
ELACC3RL1: Ask and answer questions to
demonstrate understanding of a text,
referring explicitly to the text for answers
ELACC4W7: Conduct short research projects
that build knowledge through investigation
of different aspects of a topic
ELACC5RL2: Determine a theme of a story, drama, or poem from details in a text including how characters in a story or drama respond to challenges or how the speaker in a poem reflects on a topic. 6-8 Common Core Standards:
ELACC6W3: Write narratives to develop
real or imagined experiences or events
using effective technique, relevant
descriptive details, and well-structured
ELACC8RI9: Analyze a case in which
two or more texts provide conflicting
information on the same topic and
identify where the texts disagree on
matters of fact or interpretation.